Academic literature on the topic 'Pedagogical agent roles'
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Journal articles on the topic "Pedagogical agent roles"
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Frechette, Casey, and Roxana Moreno. "The Roles of Animated Pedagogical Agents’ Presence and Nonverbal Communication in Multimedia Learning Environments." Journal of Media Psychology 22, no. 2 (January 2010): 61–72. http://dx.doi.org/10.1027/1864-1105/a000009.
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We examined how the presence and nonverbal communication of an animated pedagogical agent affects students’ perceptions and learning. College students learned about astronomy either without an agent’s image or with an agent under one of the following conditions: a static agent (S), an agent with deictic movements (D), an agent with facial expressions (E), or an agent with both deictic movements and facial expressions (DE). Group S outperformed group E on a comprehension test, but no other differences were found on students’ learning or perceptions. The results show that the presence of the studied agent – regardless of nonverbal abilities – did not produce at least a moderate effect size. Further, a static version of the agent was preferable to one with only facial expressions.
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Kim, Yanghee, and Amy L. Baylor. "Research-Based Design of Pedagogical Agent Roles: a Review, Progress, and Recommendations." International Journal of Artificial Intelligence in Education 26, no. 1 (July 7, 2015): 160–69. http://dx.doi.org/10.1007/s40593-015-0055-y.
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Graesser, Arthur C., Carol M. Forsyth, and Blair A. Lehman. "Two Heads May be Better than One: Learning from Computer Agents in Conversational Trialogues." Teachers College Record: The Voice of Scholarship in Education 119, no. 3 (March 2017): 1–20. http://dx.doi.org/10.1177/016146811711900309.
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Background Pedagogical agents are computerized talking heads or embodied animated avatars that help students learn by performing actions and holding conversations with the students in natural language. Dialogues occur between a tutor agent and the student in the case of AutoTutor and other intelligent tutoring systems with natural-language conversation. The agents are adaptive to the students’ actions, verbal contributions, and, in some systems, their emotions (such as boredom, confusion, and frustration). Focus of Study This paper explores several designs of trialogues (two agents interacting with a human student) that have been productively implemented for particular students, subject matters, and depths of learning. The two agents take on different roles, but often serve as peers and tutors. There are different trialogue designs that address different pedagogical goals for different classes of students. For example, students can (a) observe vicariously two agents interacting, (b) converse with a tutor agent while a peer agent periodically chimes in, or (c) teach a peer agent while a tutor rescues a problematic interaction. In addition, agents can argue with each other over issues and ask what the human student thinks about the argument. Research Design Trialogues have been developed for systematic experimental investigations in several studies that measure student impressions, learning gains from pretest to post-test on objective tests, and both cognitive and affective states during learning. The studies compare conditions with different pedagogical principles underlying the trialogues in order to assess the impact of these principles on student impressions, learning, emotions, and other psychological measures. Discourse analyses are performed on the language and actions in the log files in order to assess their impacts on psychological measures. Recommendations Tests of these agent-based systems have shown improvements in learning gains and systematic influences on student emotions. In the future, researchers need to conduct more research to empirically evaluate the psychological impact of different trialogue designs on psychological measures. These trialogue designs range from scripted interactions between agents being observed by the student, to the student helping a fellow peer agent, to the student resolving an argument between two agents. The central question is whether the learning experiences and outcomes show improvement over typical human-computer dialogues (i.e., one human and one tutor agent) and conventional pedagogical interventions.
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Ofer, Shlomit. "Fortune Teller and Midwife: A Reflective View on Pedagogical-Artistic Management in a Reality of Multiple Crises." Journal of Education and Training Studies 11, no. 2 (January 2, 2023): 10. http://dx.doi.org/10.11114/jets.v11i2.5868.
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The academic year of 2020-2021 was characterized by multiple crises, which affected the pedagogical-artistic management of the Department of Dance at the Kibbutzim College of Education, Technology and the Arts – one of the leading colleges in Israel for training teachers of dance. These crises occurred on three levels: the global, the national, and the local. On a global level, the Covid-19 outbreak brought about limitations imposed upon the public, from which emerged extreme social tensions, coupled with a political chasm that led to four election cycles, and finally a controversial military operation on the national level. On a local level, additional challenges included the department's shift to a new location in the city center, integration into a new "Faculty" organizational framework, a six-week lecturers' strike, and the replacement of two of the five administrative-staff members. These extreme conditions increased the number of secondary roles as an integral part of the Head of the Department's function described as fortune-teller, ombudswoman, clerk, real-estate agent, stunt artist, and midwife. The article focuses on presenting each of these roles and the transition from VUCA 1 (Volatility, Uncertainty, Complexity/Chaos, Ambiguity) to VUCA 2 (Vision, Understanding, Courage, Adaptability).
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Istenič, Andreja, Liliya Latypova, Violeta Rosanda, Žiga Turk, Roza Valeeva, and Xuesong Zhai. "Reluctance to Authenticity-Imbued Social Robots as Child-Interaction Partners." Education Sciences 14, no. 4 (April 9, 2024): 390. http://dx.doi.org/10.3390/educsci14040390.
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We are facing the rapid development of educational technology and social robots tested in classrooms. Research has identified teachers’ caution and concerns about these robots’ social skills. Pre-service education is critical for forming beliefs and preparing teachers for the future classroom and innovations in educational technology. In the present study, exploratory factor analysis is applied to examine pre-service teachers’ concerns about social robots’ instructional integration in the role of social agents interacting with children. We apply a concerns scale encompassing the instructional and socio-emotional concerns regarding robots’ instructional integration in the classroom environment. In this study, the scale, which was developed in Slovenia, is examined in the Russian cultural context. Based on the concerns scale, exploratory factor analysis identifies a one-factor solution with five statements (of a six-item factor) shared with the Slovene sample, adding three statements focusing on the importance of the teacher’s role. Russian pre-service teachers share concerns with Slovene pre-service teachers and further highlight the authenticity of unique human relationships and interactions. Slovenian pre-service teachers are more focused on children’s social skills and well-being, while Russian participants give special attention to the teacher’s role and value and believe that it would be wrong to place the robot in a classroom for such a purpose. They do not consider the robot’s human-like interaction skills sufficient for it to be assigned the role of a social agent and interaction partner in the classroom. The inappropriateness of the robot for pedagogical interactions and relationships is the basis of all their concerns. The Kruskal–Wallis test identified the moderate magnitude of the difference between the groups (ε2 = 0.07–0.12), with Russian pre-service teachers presenting the strongest reluctance towards authenticity-imbued social robots in pedagogical roles. The authors emphasize the need to clearly state stakeholders (roboticists, teachers, children, parents) in the research design and their roles in the evaluation of robot implementation.
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Torrents, Carlota, Natàlia Balagué, Robert Hristovski, Maricarmen Almarcha, and J. A. Scott Kelso. "Metastable Coordination Dynamics of Collaborative Creativity in Educational Settings." Sustainability 13, no. 5 (March 2, 2021): 2696. http://dx.doi.org/10.3390/su13052696.
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Educational systems consider fostering creativity and cooperation as two essential aims to nurture future sustainable citizens. The cooperative learning approach proposes different pedagogical strategies for developing creativity in students. In this paper, we conceptualize collaborative creativity under the framework of coordination dynamics and, specifically, we base it on the formation of spontaneous multiscale synergies emerging in complex living systems when interacting with cooperative/competitive environments. This conception of educational agents (students, teachers, institutions) changes the understanding of the teaching/learning process and the traditional roles assigned to each agent. Under such an understanding, the design and co-design of challenging and meaningful learning environments is a key aspect to promote the spontaneous emergence of multiscale functional synergies and teams (of students, students and teachers, teachers, institutions, etc.). According to coordination dynamics, cooperative and competitive processes (within and between systems and their environments) are seen not as opposites but as complementary pairs, needed to develop collaborative creativity and increase the functional diversity potential of teams. Adequate manipulation of environmental and personal constraints, nested in different level and time scales, and the knowledge of their critical (tipping) points are key aspects for an adequate design of learning environments to develop synergistic creativity.
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Hulchiy, Olesia P., Iryna M. Khomenko, Nadiia M. Zakharova, and Olena O. Zelikovska. "ОПЫТ ИСПОЛЬЗОВАНИЯ SMART-ТЕХНОЛОГИЙ В ПОСЛЕДИПЛОМНОМ ОБРАЗОВАНИИ ВРАЧЕЙ ПРОФИЛАКТИЧЕСКОЙ МЕДИЦИНЫ." Information Technologies and Learning Tools 65, no. 3 (July 1, 2018): 236. http://dx.doi.org/10.33407/itlt.v65i3.1882.
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The article describes the activities of scientific and pedagogical staff on information technology (IT) in the modernization of the educational process in the context of health reform and the development of public health in Ukraine. The major challenges and obstacles facing the institutions of postgraduate training preventive medicine physicians have been analyzed. By surveying the trainees, the authors have investigated and summarized the needs of post-graduate students for the development of their IT skills in the workplace, methods for enhancing and supporting their motivation, their vision of how their educational institution is committed to meeting their expectations. The article considers the implementation of smart technologies from the standpoint of a practically oriented approach to modernizing of the post-graduate training. The possibilities of smart-technologies to raise cognitive activity, develop communication skills (trainee-trainee, trainee-educator), distribute individual vitagenic and professional experience in the course of training, as well as their role in adapting the training to the needs of a particular audience have been analyzed. The use of the most effective smart-technologies in each of the main stages of the pedagogical process (updating of knowledge and understanding, application of knowledge, analysis, synthesis and evaluation) has been shown. The authors have presented the algorithm for information and analytical competence development in preventive medicine physicians, including smart-technologies application, in terms of performing by pedagogical staff’s different professional roles as a manager, a change agent, a coach etc. It has been proved that one of strategic tasks of postgraduate training of preventive medicine physicians is systemic and complex implementation of smart-technologies into educational process with a perspective informatization of educational environment.
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Rogošić, Silvia, Ana Maskalan, and Aleta Jurki. "What are the key roles of education?" JAHR 11, no. 2 (2020): 445–65. http://dx.doi.org/10.21860/j.11.2.7.
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The position of education in society depends to a certain degree on the public opinion about what education should provide to an individual and the social community.1 In fact, in addition to the humanistic aim of education implying a versatile (complete, harmonious) or self-actualising development of an individual,2 the scientists often emphasise the social, political, and economic purpose of education. Thus, education, for example, has a very important role in ensuring economic and social progress and improving the distribution of income.3 In addition, the educational system is also viewed as a social agent that transfers the norms and values important for the preservation of a stable political system.4 Although there is abundant theoretical literature exploring these approaches and analysing them in detail, there is a lack of empirical research on how individuals perceive the importance of certain educational roles and what factors determine their points of view. It is particularly important to examine the opinion of preschool teachers and teachers on educational roles because they have an impact on the shaping of educational policies and pedagogical practices. Therefore, quantitative research was conducted on a sample of preschool teachers in the City of Zagreb (N = 481). The aim of this research is to examine which educational goals are prioritised by preschool teachers in terms of the main purpose of education and to provide empirical insights into the correlation of certain characteristics of the respondents (socio-demographic characteristics and religious affiliation) and their perception of the purpose of education. Thefindings show that the majority of respondents agree that education should primarily serve the development of a free and independent individual. Apart from the mentioned purpose of education, the respondents believe that the achievement of other goals through education (e.g., ensuring a healthy and stable family) is also important, while the meeting of economic and political interests (e.g. interests pertaining to capital and the European Union) is a less important educational goal. The results of the ANOVA test show that the respondents from smaller towns believe to a greater extent that education should serve the development of human resources of the local community and labour market interests, whereas the nonreligious and religiously unaffiliated respondents emphasise the role of education in the development of a free and independent individual and the emancipation of individuals from discriminated social groups slightly more than the religious respondents. Older respondents believe, to a greater extent than the younger ones, that education should primarily serve the interests of capital.
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Adam, Helen, Lennie Barblett, Gill Kirk, and Gloria S. Boutte. "(Re)considering equity, inclusion and belonging in the updating of the Early Years Learning Framework for Australia: The potential and pitfalls of book sharing." Contemporary Issues in Early Childhood 24, no. 2 (June 2023): 189–207. http://dx.doi.org/10.1177/14639491231176897.
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Few would dispute the importance of equity, inclusion and belonging in early childhood education and care, yet translation into meaningful practice rarely centres the priorities of historically divested communities. The national learning framework for early childhood in Australia is the Early Years Learning Framework, positioning the child as a capable agent and describing inclusive, culturally competent practice. This article presents part of a larger study investigating educators’ beliefs and practices when using culturally diverse literature to address the Early Years Learning Framework’s diversity principles. A critical theoretical framework enables a robust examination of how the Early Years Learning Framework constructs, maintains, legitimises and/or disaffirms social inequities, implicitly probing how literacy education mediate/s messages children receive about their identity, cultures and roles in society. The findings suggest that instead of pursuing anti-racism and transformative justice, educators’ pedagogical practices were likely to legitimise existing racist structures. The findings are discussed in relation to 20 recommendations published by a consortium of experts in the updating of the Early Years Learning Framework. The implementation of the updated Early Years Learning Framework must act on questions of justice for whom and according to whom. To move to ideologies, methodologies and pedagogies of potentiality, it is necessary to interrogate and reject oppressive and harmful practices, inaccurate and insensitive portrayals, and pedagogies damaging to Black, Indigenous, and other communities of Color which this study shows have beenevident in the EYLF to date.
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Fera, Ardian. "PREPOSITIONS AND THEIR SYNTACTIC USE IN ALBANIAN AND ENGLISH." Knowledge International Journal 31, no. 2 (June 5, 2019): 571–74. http://dx.doi.org/10.35120/kij3102571f.
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A preposition is a word or set of words that indicates location or some other relationship between a noun or pronoun and other parts of the sentence. It refers to the word or phrase which shows the relationship between one thing and another, linking nouns, pronouns and phrases to other words in a sentence. They are abstract words that have no concrete meaning. They merely show the relationships between groups of words. Within a preposition, there are many different variations in meaning that are conveyed. The proper interpretation of prepositions is an important issue for automatic natural language understanding. Although the complexity of preposition usage has been argued for and documented by various scholars in linguistics, psycholinguistics, and computational linguistics, very few studies have been done on the function of prepositions in natural language processing (NLP) applications. The reason is that prepositions are probably the most polysemous category and thus, their linguistic realizations are difficult to predict and their cross-linguistic regularities difficult to identify. Prepositions play a major role in the syntactic structures of the English language and they often make an essential contribution to sentence meaning by signifying temporal and spatial relationships, as well as abstract relations involving cause and purpose, agent and instrument, manner and accompaniment, support and much more. They are sensitive linguistic elements that are culturally acceptable and very well known to all members of the same linguistic community. According to cognitive semantics, the figurative senses of a preposition are extended from its spatial senses through conceptual metaphors. In a pedagogical context, it may be useful to draw learners' attention to those aspects of a preposition's spatial sense that are especially relevant for its metaphorization processes. Prepositions have type restrictions on their arguments, they assign thematic roles, and they have a semantic content, possibly underspecified. The only difference with the other open-class categories like nouns, verbs or adjectives is that they do not have any morphology.
Dissertations / Theses on the topic "Pedagogical agent roles"
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Krishna, Sooraj. "Modelling communicative behaviours for different roles of pedagogical agents." Electronic Thesis or Diss., Sorbonne université, 2021. http://www.theses.fr/2021SORUS286.
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Les agents dans un environnement d'apprentissage peuvent avoir divers rôles et comportements sociaux qui peuvent influencer les objectifs et la motivation des apprenants de différentes manières. L'apprentissage autorégulé (SRL) est un cadre conceptuel complet qui englobe les aspects cognitifs, métacognitifs, comportementaux, motivationnels et affectifs de l'apprentissage et implique les processus de définition d'objectifs, de suivi des progrès, d'analyse des commentaires, d'ajustement des objectifs et des actions de l'apprenant. Dans cette thèse, nous présentons une interaction d'apprentissage multi-agent impliquant divers rôles d'agent pédagogique visant à améliorer l'autorégulation de l'apprenant tout en s'engageant dans une activité d'apprentissage socialement partagée. Nous avons utilisé des rôles distincts d'agents, définis par leurs attitudes sociales et leurs compétences, pour proposer des stratégies d'échafaudage de régulation spécifiques à l'apprenant. La méthodologie suivie dans cette thèse a commencé par la définition de rôles d'agent pédagogique dans un contexte de régulation socialement partagé et le développement d'une tâche d'apprentissage collaboratif pour faciliter l'autorégulation. Une série d'études d'utilisateurs a été menée pour comprendre les perceptions des apprenants sur les rôles des agents, les comportements associés et la tâche d'apprentissage. Dans l'ensemble, les travaux présentés dans cette thèse explorent comment divers rôles d'agents peuvent être utilisés pour fournir un échafaudage de régulation aux apprenants dans un contexte d'apprentissage socialement partagéAgents in a learning environment can have various roles and social behaviours that can influence the goals and motivation of the learners in distinct ways. Self-regulated learning (SRL) is a comprehensive conceptual framework that encapsulates the cognitive, metacognitive, behavioural, motivational and affective aspects of learning and entails the processes of goal setting, monitoring progress, analyzing feedback, adjustment of goals and actions by the learner. In this thesis, we present a multi-agent learning interaction involving various pedagogical agent roles aiming to improve the self-regulation of the learner while engaging in a socially shared learning activity. We used distinct roles of agents, defined by their social attitudes and competence characteristics, to deliver specific regulation scaffolding strategies for the learner. The methodology followed in this Thesis started with the definition of pedagogical agent roles in a socially shared regulation context and the development of a collaborative learning task to facilitate self-regulation. Based on the learning task framework, we proposed a shared learning interaction consisting of a tutor agent providing external regulation support focusing on the performance of the learner and a peer agent demonstrating co-regulation strategies to promote self-regulation in the learner. A series of user studies have been conducted to understand the learner perceptions about the agent roles, related behaviours and the learning task. Altogether, the work presented in this thesis explores how various roles of agents can be utilised in providing regulation scaffolding to the learners in a socially shared learning context
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Flemban, Fadwa Yasin. "Animated Pedagogical Agent’s Roles and English Learners’ Prior Knowledge: The Influence on Cognitive Load, Motivation, and Vocabulary Acquisition." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7620.
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Researchers and educators have always strived for creating appropriate instructional tools and resources that help students to acquire knowledge. Animated pedagogical agents (APAs) embedded within multimedia learning settings are one of the emerging technologies that provide a powerful and supportive learning environment. According to previous studies, APAs can effectively promote learning and support social interaction with learners (Johnson & Lester, 2016; Lane, 2016). However, APAs also may cause cognitive load without providing motivational benefits in some cases and distract learners during the learning process. In other words, the results of previous studies on APAs do not provide enough evidence to argue that APA may be able to decrease cognitive load, promote motivational effects, or facilitate meaningful learning. The lack of enough evidence in the research findings seems to be variable depending upon the APA’s features, the learners, and the difficulty of the learning materials (Schroeder & Adesope, 2014). By focusing on these factors, this study provided new considerations related to embedding an APA’s role that facilitates “Word Parts” for adult students who speak English as a Second Language (ESL) with concentrating on their cognition, motivation, and vocabulary acquisition. Presenting two APA’s roles (expert model and peer model) differently influenced ESL learners’ motivation, specifically their satisfaction feelings. In addition, ESL learners’ prior knowledge affected their intrinsic and extraneous cognitive load, motivation, and vocabulary acquisition. The two different APA’s roles and their effects on ESL learners’ perceptions and learning outcomes serve as a media comparison research. Further, examining APA as a model to teach ESL students vocabulary acquisition skills serves a Computer-Assisted Language Learning (CALL) research.
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Kullberg, Helena. "Vad ska jag göra som specialpedagog? : En materiell-diskursiv analys av specialpedagogers uppdrag och yrkesroll i ett skolområde." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-20827.
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Specialpedagogens uppdrag och yrkesroll har i många år uppmärksammats i forskningen, främst i förhållande till speciallärarens uppdrag och yrkesroll för att belysa likheter och skillnader. Denna studie har en ambition att bidra till att belysa vad som påverkar utformningen av en specialpedagogs uppdrag och yrkesroll. Studien är kvalitativ och utgår ifrån Karen Barads teori om agentisk realism där både mänskliga och icke-mänskliga kroppar (performativa agenter) påverkar föreställningar kring t.ex. specialpedagogens uppdrag och yrkesroll. Materia så som t.ex. styrdokument, utbildning mm och språk är starkt sammankopplade i den verklighet som specialpedagogen verkar i och därför bygger studien på en materiell-diskursiv analys. Syftet med denna studie är att åskådliggöra och identifiera vilka performativa agenter som påverkar hur specialpedagogens uppdrag och yrkesroll utformas i grundskolorna i ett skolområde. Metoddelen bygger på en brevmetod samt semistrukturerade intervjuer med speciallärare, specialpedagoger, rektorer och en skolområdeschef i ett skolområde. För att tydliggöra vilka performativa agenter som äger agens i bearbetningen har ett analysschema skapats utifrån uppdrag respektive yrkesroll. I analysschemat för uppdraget har de performativa agenterna kategoriserats utifrån en figur som jag har skapat för att tydliggöra uppdraget. Resultatdelen visar på hur uppdrag respektive yrkesroll presenteras av specialpedagoger, speciallärare, rektorer samt skolområdeschef och pekar på att det förekommer ett stort antal performativa agenter varav rektorns kompetens, rektorns beslut, verksamhetens behov och specialpedagogens kunskap och kompetens har stor betydelse i utformningen av specialpedagogens uppdrag och yrkesroll. Avslutningsvis diskuteras vilken betydelse de performativa agenterna har för utformningen av specialpedagogens uppdrag och yrkesroll samt hur det specialpedagogiska stödet utformas i en organisation. Men även hur figuren som använts kan vara en tydlig modell att använda för att analysera specialpedagogens uppdrag i förhållande till elevhälsoteamets hälsofrämjande, förebyggande och åtgärdande arbete i skolorganisationen d.v.s. som en del i skolutveckling.The special educator´s mission and professional role have for many years been noticed in the research, mainly in relation to the special teacher´s mission and professional role to highlight similarities and differences. This study has an ambition to help illuminate what influences the design of a special educator´s mission and professional role. The study is qualitative and is based on Karen Barad´s theory of agentic realism where both human and non-human bodies (performative agents) influence perceptions about, for example the special educator´s mission and professional role. Matter and language are strongly interconnected in the reality in which the special educator works and therefore the study is based on a material-discursive analysis. The purpose of the study is to illustrate and identify which performative agents influence how the special educator´s assignments and professional role are designed in primary school in a school district. The method part is based on a letter method and semistructured interviews with specialist teachers, special educators, principals and a school district manager in a school district. In order to clarify which performative agents own agents in the processing, an analysis scheme has been created based on assignments and professional role. In the analysis schedule for the assignment, the performative agents have been categorized on the basis of a figure that I created to clarify the assignment. The results section shows how assignments and professional roles are presented by special educators, special teachers, principals and a school district manager, and points to the fact that there are a large number of performative agents, of which the principals competence, the decision of the principal, the needs of the organization and the knowledge and competence of the special educator are of great importance in the design of the special educator´s assignment and profession. Finally, we discuss the importance of the performative agents for the design of the special educator´s mission and professional role and how the special educational support is designed in an organization. But also how the figure used can be a clear model to use to analyze the special educator´s assignment in relation to the student health team´s health promotion, prevention and corrective work in the school organization, i.e. as part of school development.
Books on the topic "Pedagogical agent roles"
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Burrows, Jared, and Clyde G. Reed. Free Improvisation as a Path-Dependent Process. Edited by George E. Lewis and Benjamin Piekut. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780195370935.013.018.
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Freely improvised music lacks commonly used mechanisms (e.g., scores, conductors, shared performance practices) that serve to coordinate choices across performers in other musical genres. This chapter analyses problems and solutions of musical coordination in free improvisation through the lens of “path dependence,” an analytic framework used in economics to model situations in which agents perceive a high pay-off to coordinating market choices. Key results in the path-dependence literature are the likelihood of multiple equilibria and “lock-in” to inferior outcomes. The interpersonal skills identified as critical for coordination in free improvisation closely parallel the skills that have been identified by social scientists as essential for high-functioning group behavior in non-musical pursuits. This suggests a pedagogical role for improvisation in enhancing economic and personal well-being with regard to human capital formation and happiness.
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Banerjee, Swapna M. Fathers in a Motherland. Oxford University PressDelhi, 2022. http://dx.doi.org/10.1093/oso/9789391050245.001.0001.
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Abstract Fathers in a Motherland weaves stories of fathers and children into the history of gender, family, and nation in colonial India. Focusing on the reformist Bengali Hindu and Brahmo communities, Banerjee contends that fatherhood assumed new meanings and significance in late nineteenth and early twentieth-century India. During this time of social and political change, fathers extended their roles beyond breadwinning to take an active part in rearing their children. But there were differences in fathers’ attitude towards boy- and girl-children, so fatherhood differed depending on the gender of the child. Utilizing pedagogic literature, children’s magazines, scientific journals, autobiographies, correspondences, and essays, the book documents the different ways the authority and power of the father were invoked and constituted both metaphorically and in everyday experiences. Exploring specific moments when educated men, as biological fathers, literary activists, and educators, assumed guardianship and became crucial agents of change, the book interrogates the connections between fatherhood and masculinity. The last chapter of the book moves beyond Bengal and draws on the lives of Gandhi and Nehru to provide a broader salience to its argument. Reclaiming two missing links in Indian history—fathers and children—the book argues that these biological and imaginary “fathers” assumed the moral guardianship of an incipient nation and rested their hopes on the future generation. While much has been written about the “effeminate Bengali” and colonial masculinity, this study underscores how an s alternate pedagogy outside of school curriculum advocated by the male intelligentsia challenged colonial notions of manliness and masculinity.
Book chapters on the topic "Pedagogical agent roles"
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Baylor, Amy L., and Yanghee Kim. "Pedagogical Agent Design: The Impact of Agent Realism, Gender, Ethnicity, and Instructional Role." In Intelligent Tutoring Systems, 592–603. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-30139-4_56.
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Saarinen, Taina, and Ari Huhta. "The Ideal Learner as Envisioned by Can Do Statements and Grammar Revisions: How Textbook Agency Is Constructed." In New Materialist Explorations into Language Education, 151–72. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13847-8_9.
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AbstractIn this chapter, we analyse the features of textbooks that enable and facilitate their role as material agents in the classroom. Rather than analyse the ways textbooks are used in interaction with humans, we analyse the elements in the textbook itself that facilitate intra-action and the ensuing material agency. Based on a discursive analysis of self-assessment in one textbook and discussing that construct against the Finnish national core curriculum and previous research, we present an ‘ideal imaginary’ of classroom activities as construed in the textbook. This helps us understand the textbooks in their pedagogical ergonomics; i.e. as socio-material in the classroom. We conclude by discussing the ideological nature of the textbooks not only as describing, but materially constructing a learner agency that understands learning both as constructivist and behaviourist. This merging of pedagogic ideals promotes a particular kind of disciplined behaviour to the extent that learner behaviour and learning are inseparably intertwined.
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Cowley, Benjamin Ultan, Darryl Charles, Gerit Pfuhl, and Anna-Mari Rusanen. "Artificial Intelligence in Education as a Rawlsian Massively Multiplayer Game: A Thought Experiment on AI Ethics." In AI in Learning: Designing the Future, 297–316. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09687-7_18.
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AbstractIn this chapter, we reflect on the deployment of artificial intelligence (AI) as a pedagogical and educational instrument and the challenges that arise to ensure transparency and fairness to staff and students . We describe a thought experiment: ‘simulation of AI in education as a massively multiplayer social online game’ (AIEd-MMOG). Here, all actors (humans, institutions, AI agents and algorithms) are required to conform to the definition of a player. Models of player behaviour that ‘understand’ the game space provide an application programming interface for typical algorithms, e.g. deep learning neural nets or reinforcement learning agents, to interact with humans and the game space. The definition of ‘player’ is a role designed to maximise protection and benefit for human players during interaction with AI. The concept of benefit maximisation is formally defined as a Rawlsian justice game, played within the AIEd-MMOG to facilitate transparency and trust of the algorithms involved, without requiring algorithm-specific technical solutions to, e.g. ‘peek inside the black box’. Our thought experiment for an AIEd-MMOG simulation suggests solutions for the well-known challenges of explainable AI and distributive justice.
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Loureiro, Clarice Moukachar Batista. "Variations of the Pedagogical Collaboration Settled Between the International Bureau of Education and Brazil: The Role of International Agents (1925–1952)." In Latin American Voices, 219–37. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-38882-8_14.
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Tomás, Catarina, Carolina Gonçalves, Juliana Gazzinelli, and Aline Almeida. "Children, Citizenship, and Commons: Insights from Three Case Studies in Lisbon on the 3 C's." In Educational Commons, 195–211. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-51837-9_11.
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AbstractListening to children in educational settings is vital for establishing inclusive and equitable environments. This approach recognizes children as active agents and contributors to their education, enabling them to express their needs and participate in decision-making processes. By involving children in educational discourse, pedagogical practices can better align with their interests, resulting in more effective, engaging, and democratic learning experiences. The synergy between Childhood Studies and Educational Sciences underscores the necessity of heeding children’s voices to enhance educational quality and foster active citizenship. This chapter presents the findings of the SMOOTH subproject—RED_Rights, Equity, and Diversity in Educational Contexts. It conducted three case studies in Lisbon, Portugal, involving focus groups with children from diverse educational contexts, involving both formal and non-formal settings, between September and October 2022. These studies aimed to explore diverse dimensions of the educational commons concept, including children’s roles as commoners, commoning practices, and communal aspects related to goods and values within educational and community settings. The findings apprise children’s perspectives as citizens and commoners, highlighting their creativity, self-awareness, interests, and active participation in activities. Additionally, they shed light on emotional and expressive reactions and highlight intersectionality issues within these contexts. This research underscores the vital importance of listening to children, ultimately enhancing educational quality, and promoting active citizenship.
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Pan, Weidong, and Igor Hawrysiewycz. "Assisting Learners to Dynamically Adjust Learning Processes Through Software Agents." In Software Applications, 1345–57. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-060-8.ch077.
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To make online learning more productive, software agent technology has been applied to provide services for learners in order to assist them to construct knowledge in constructivist ways. This paper is focused on the application of software agents in assisting learners to dynamically adjust learning processes. Unlike pedagogical agents, the agents in this application do not hold domain knowledge but simply assist learners to get through learning processes by a variety of supportive services. They assist learners to develop personalized preferred learning plans and to guide them to dynamically adjust learning toward their goals. In this article, the online learning process is first investigated, and an approach to assisting learners to dynamically adjust learning is outlined. Then, the structure of the UOL (unit of learning) database that provides links between a practical learning scenario and the required services is explored. A multi-agent architecture for realizing the services is configured, and the roles of the involved agents are described. After that, the related agent algorithms for guiding learners to dynamically adjust learning are described.
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Heller, R., and M. Procter. "Animated Pedagogical Agents." In Dynamic Advancements in Teaching and Learning Based Technologies, 66–78. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-153-9.ch004.
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The role of Animated Pedagogical Agents (APAs) depends on an understanding of the persona effect as a mechanism for increasing student engagement and motivation. We argue that historical figure applications of APAs may be helpful to identify the parameters that give rise to a persona effect. Given the importance of visual information, an experimental approach was used to examine how different image conditions would affect perception of a historical figure APA interaction. Eighty-eight participants were randomly assigned to one of three conditions; no image, static image, or animated image. Contrary to expectations, the no image condition was associated with significantly higher ratings for 6 of the 12 measures, including 3 measures of social presence. These findings stand in contrast to previous research and suggest that historical figure applications may be unique in their evocation of a persona effect and valuable for understanding the nature of the persona effect.
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De Stefani, Magdalena. "Challenging Traditions." In Professional Development and Workplace Learning, 1140–60. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch063.
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In this chapter, the author presents the case of Mariana, a Uruguayan non-native speaking teacher of English working at Lake Primary School in Uruguay. This chapter describes an action research process during which the author and a colleague reconstructed the experience of introducing a new approach to the teaching of emergent literacy with six-year-olds. In order to generate data, apart from holding a series of interviews and class observations, they engaged in Cooperative Development sessions (Edge, 2002, p. 18) using the framework to engage in “a mixture of awareness-raising and disciplined discourse” as a further means of facilitating the understanding of professional development processes. During and after the data generation period, the author analysed the data and shared the interpretations with her colleague, who examined them critically, adding her own views and clarifying as necessary. In the midst of the explorations of pedagogical experiences, the author and her colleague allowed other discourses to emerge, and were thus able to draw conclusions regarding Mariana's identity as a non-native speaking teacher, her ability to deal with change and innovation, her relationship with peers, as well as her newly-discovered roles as researcher, leader, and change agent.
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Taub, Michelle, Seth A. Martin, Roger Azevedo, and Nicholas V. Mudrick. "The Role of Pedagogical Agents on Learning." In Advances in Game-Based Learning, 362–86. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0125-1.ch015.
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Research on the effectiveness of Advanced Learning Technologies (ALTs) on ubiquitous learning has suggested that students are often poor at self-regulating their learning (Azevedo, Taub, & Mudrick, 2015), and as a consequence, researchers have implemented Pedagogical Agents (PAs) to help foster students' use of Cognitive, Affective, Metacognitive, and Motivational (CAMM) Self-Regulated Learning (SRL) processes (e.g., Azevedo et al., 2013; D'Mello & Graesser, 2012). Several analyses have been conducted that investigated the impact and effectiveness of PAs on learning with ALTs (Schroeder & Adesope, 2014; Veletsianos & Russell, 2014). These results indicated that the effectiveness of PAs in ALTs is dependent on many factors, such as the content being studied, the population of students, and the features of the PAs themselves. Thus, it is important to consider all these details when designing and measuring the effectiveness of PAs in ALTs. Therefore, the goal of this chapter is to provide a synthesis of research on PAs, including an overview of these issues that need to be addressed.
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Marin, Bogdan-Florin, and Axel Hunger. "A Framework for Building Emotional-Motivational Agents as Intelligent Tutoring Entities." In Technology Enhanced Learning, 168–84. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-600-6.ch008.
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This chapter presents our efforts to integrate role theory and agent technology in order to support collaborative work/learning processes between users spatially distributed within a synchronous collaborative virtual environment. Our work aims to overcome a major inconvenience in distance education systems: tutors’ difficulties when following up a distance collaborative learning process and in particular those students who cannot keep up progress with their team-mates. Our approach embraces the learning paradigms mentioned above and the work on pedagogical and intelligent agents as a mechanism for modelling and analyzing student-tutor interactions.
Conference papers on the topic "Pedagogical agent roles"
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Baylor, Amy L., and PALS Research Group. "The impact of three pedagogical agent roles." In the second international joint conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/860575.860729.
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Apostol, Silviu, Loredana Manasia, Catalin Stefan, and Oana Soica. "VIRTUAL PEDAGOGICAL AGENTS IN THE CONTEXT OF VIRTUAL EDUCATIONAL ENVIRONMENTS: FRAMEWORK AND THEORETICAL MODELS." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-194.
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Teaching and learning are highly social activities. Seminal psychologists such as Vygotsky, Piaget, and Bandura have theorized that social interaction is a key mechanism in the process of learning and development. In particular, the benefits of peer interaction for learning and motivation in classrooms have been broadly demonstrated through empirical studies. Hence, it would be valuable if computer-based environments could support a mechanism for a peer interaction. Though no claim of peer equivalence is made, pedagogical agents as learning companions - animated digital characters functioning to simulate human-peer-like interaction-might provide an opportunity to simulate such social interaction in computer-based learning. In this paper we ground the instructional potential of pedagogical agents in several social-cognitive theories, including distributed cognition, social interaction, and Bandura's social-cognitive theory. We discuss how specific concepts of the theories might support various instructional functions of pedagogical agents, acknowledging concepts that these agents cannot address. Based on the theoretical perspectives, we suggest key constituents, roles and functions for designing pedagogical agents in virtual learning environments. Also, we relate to some experimental agents or theoretical examples. Using the experiences of teams involved in the development of commercially available or in the design of theoretical agents, we present our vision of designing and implementing such a pedagogical virtual agent in the context of the SAPIENT applied research project (Intelligent Tutoring System-Evolutionary Approach in e-Learning). In the proposed project the virtual pedagogical agent is automatically customized to address several features of each learner, such as appearance, age and gender. The role, appearance, dynamics, communication channels and envisaged behavior of this virtual agent will be discussed along with the possible techniques to be used in its development.
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Florentina, Hahaianu, and Loredana Manasia. "LEARNING ARCHITECTURE TO SUPPORT THE DEVELOPMENT OF SOCIO-EMOTIONAL INTELLIGENCE IN A COLLABORATIVE LEARNING ENVIRONMENT THROUGH THE USE OF CONVERSATIONAL AGENTS." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-172.
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Achieving goals in everyday life is also related to emotional intelligence. If traditional education brings us the practice of training of regular intelligence, we assume that digital communities of learning could better focus on socio-emotional intelligence. However, experts in the field of educational sciences postulate an evolution from the century of individual to the century of community. Our approach is to build learning environments where participants can socially interact, build and manage declarative and procedural knowledge, but also develop their competencies in socio-emotional intelligence field by interacting with a Conversational Agent (CA). Learning architectures that propose one-to-one interaction (Learner (L) - Agent Systems) to learn foreign languages solve complex problems or situations have been shown to be effective. Researchers can identify substantial learning gains associated with the involvement of conversational agents. Our work aims to enrich the learning architecture proposed by E. Wenger in social learning theory with the presence and pedagogical roles of a Conversational Agent. In the context of this learning architecture, participants in the learning community become and act as learning agencies. Learner agency is feasible in educational settings, both formal and informal. This paper assumes that the size effect of the immersion of a conversational agent is augmented by the context of a collaborative multi-users digital environment. Additionally, we describe specific roles of the conversational agents derived from the core structure of the socio-emotional intelligence: self-awareness, self regulation, motivation, empathy, and social skills in order to illustrate the desirable properties of this new architecture. Our paper will further analyze the limitation of this architectures in terms of encountered of development difficulties.
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Beggari, Nadia. "DESIGNING A MODEL OF ASSISTANCE BASED WEB SERVICES IN INTERACTIVE LEARNING ENVIRONMENT." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-099.
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This work takes place in the framework of the realization of a pedagogical assistance system in the domain of technology enhanced learning (TEL) .In this context, we defend the thesis that it is possible to integrate an interface with a pedagogical agent in an ILE (interactive learning environment) based on web service, which aims to provide pedagogical assistance adapted to the learner. our approach is based on the analysis of the course of the learner , the system allows to represent , assist and analyze the evolution of a learning situation in order to detect the assistance status (blocking learner , non completing tasks…etc.) it is based on the comparison between the actions of the learning (traces) and action to perform (the domain model ) the traces provide knowledge about the learning situation with one of the web 2.0 reporting techniques .Our approach is to provide a learning system that incorporates a proactive assistant agent, able to offer a range of services (activity monitoring, progress monitoring, guidance and assistance during the course) to learners in an intelligent manner. In addition, this agent has a learning mechanism to enable it the adaptation to new situations ensuring automatic and continuous assistance to the learner. The system adopts a recent pedagogical and didactical approach, based on constructivist approach which implies a maximum cognitive activity of the learner. And also , our approach focuses on the representation of the evolution of learning situations and on adaptive pedagogical agent that offers several types of pedagogical assistance.the role of pedagogical and technique accompanist.
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Ramaila, Sam. "PROMOTING SELF-REGULATED LEARNING IN NATURAL SCIENCES TEACHING THROUGH TECHNOLOGY INTEGRATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end081.
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"The advent of the Fourth Industrial Revolution presents enormous opportunities for teachers to embrace digital transformation. The adoption of innovative pedagogical strategies is central to coherent development of scientific literacy in science classrooms. Coherent development of scientific literacy in science classrooms requires teachers as key agents of educational change to embrace pedagogic innovation. This study examined the role of technology integration as a sustainable means to promote self-regulated learning in Natural Sciences teaching in South African township schools. The study adopted a mixed-method approach as part of exploratory descriptive survey design and involved purposively selected teachers from South African township schools as participants. Quantitative data was collected through the administration of a survey questionnaire with the participants while qualitative data was collected through semi-structured interviews and classroom observations. Key findings demonstrated that technology integration plays a pivotal role in the promotion of self-regulated learning in Natural Sciences teaching. Theoretical implications for technology-enhanced learning are discussed."
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Terracina, A., R. Berta, F. Bordini, R. Damilano, and M. Mecella. "Teaching STEM through a Role-Playing Serious Game and Intelligent Pedagogical Agents." In 2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2016. http://dx.doi.org/10.1109/icalt.2016.121.
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De Paola, Pasquale, and Thomas Bradley Deal. "Re-Thinking Vickery Meadow: A Case Study on Refugee Resettlement." In 2017 ACSA Annual Conference. ACSA Press, 2017. http://dx.doi.org/10.35483/acsa.amp.105.11.
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In line with the thematic understanding of architecture as a “form of social action,”the work outlined in this poster explores the pedagogical role of design as a primary agent in redefining contemporary ethical issues. More specifically, this research examines the humanitarian situation involving the refugee’s crisis, with particular emphasis on theSyria’s civil war, which has created one of the worst humanitarian crises of our time displacing over 12 million people.
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Wang, Yanqing, Hongning Dong, Jiangnan Guo, and Shaoying Gong. "Exploring the role of different types of peer affective pedagogical agents in video learning." In 2021 IEEE International Conference on Engineering, Technology & Education (TALE). IEEE, 2021. http://dx.doi.org/10.1109/tale52509.2021.9678769.
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Canna, Romina. "The “How” is Next: Alternative Practices and Practicing Alternatively." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.50.
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For the last seven years, the course Alternative Practices: The City, and the Design Laboratory (d-Lab) at the IE School of Architecture and Design have served as vehicles to test a shifting of academic production from its more conventional role as a tool for learning within the protected environment of the classroom towards a field engagement experience, understanding reality and the coexistence with other agents as a strategic component of the design and production processes. This paper aims to explore several observations and results elaborated during these years, testing pedagogical approaches and community outreach in a specific urban environment.
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Pătrașcu, Alexandra. "Motivation of high school students - factor in the formation of geography specific skills in the context of scientific thinking." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p91-95.
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The purpose of this article is to highlight the most important aspect aimed at the formation of geography-specific skills in high school students, namely the motivation to learn in the context of the current health crisis. Currently, learning geography is based on the independent work of the student, according to the current methodology, as a result the student becomes his own teacher following the formation of his personality. In the first part of the article we mentioned the perception of learning motivation, in a school context current , by defining according to some authors, and in the second part the role of motivation in the formation of geographical skills in high school students. In this context, the teacher is the main agent of change in the education system, it is a model of learning for students, a model of motivation for all types of learning and the determining element in forming the geographical skills of students inside and outside the school. It must have a different approach depending on the situation and the motivation problems of the students which are diverse and different.
Reports on the topic "Pedagogical agent roles"
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Buitrago García, Hilda Clarena. The Ins and Outs of Colombian Higher Education System. Ediciones Universidad Cooperativa de Colombia, April 2023. http://dx.doi.org/10.16925/gclc.37.
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In this critical reading, the importance of learning about some aspects related to the history, evolution, regulations, achievements, and challenges of higher education in Colombia is raised. This knowledge is especially relevant for tertiary education teachers. With this purpose in mind, the beginnings of such an educational system in the colonial period, as well as the transformations and milestones reached during the various historical, political, and economic changes that our country has had, are described. A description of the current state of tertiary education in Colombia is also offered through statistical data. Additionally, the laws, decrees, and resolutions that make up the legal framework, as well as the governmental bodies in charge of regulating its operation and guaranteeing the quality of the programs, are explained. It also examines the role that icts have in innovation processes and the changes and legislation that have arisen because of the COVID-19 pandemic. It is concluded that, despite its evident evolution, Colombian higher education still faces challenges that require the proposal of pedagogical, technological, and political measures that adjust to the needs of all the agents involved.